Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (5): 692-702.doi: 10.16187/j.cnki.issn1001-4918.2022.05.10

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Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal

WANG Yue1, ZHANG Bao2, ZHOU Hui1   

  1. 1. Department of Psychology, Sun Yat-sen University, Guangzhou 510275;
    2. School of Education, Beijing Normal University, Zhuhai 519087
  • Published:2022-09-14

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Abstract: The present study aimed to explore the relationship between mindful awareness and mental health among primary and middle school students, as well as the mediation role of emotional regulation and positive appraisal. The participants were 1251 students (boys=692, girls=560) from two elementary (grade 4 to grade 6) and two secondary schools (grade 7 to grade 9). Students participated in two assessment waves, with an interval of 6 months, in which they completed self-report measures assessing mindful awareness, mental health (life satisfaction, depression, anxiety and academic pressure), emotion regulation and positive appraisal. It was found that:(1) the mindful awareness levels of middle school students' were significantly lower than that of primary school students; (2) mindful awareness was positively correlated with emotion regulation, positive appraisal and life satisfaction, and negatively correlated with depression, anxiety and learning stress in two assessment waves; (3) emotion regulation significantly mediated the relationship between mindful awareness and mental health across time, while the mediating effect of positive appraisal was not significant.

Key words: primary and middle school students, mindfulness, mental health, emotion regulation, positive appraisal

CLC Number: 

  • B844
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